We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020). Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth. One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place. This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios. We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students. The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams. The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping. The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes. We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.
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Paper presented at the International Sustainability Transitions conference 2018 (12-14 june) Manchester, UK. The Dutch agrifood regime is grinding to a halt. International economic pressures force Dutch farmers to further scale up and intensify their businesses, while food scandals and calamities as well as many and varied negative environmental impacts have led to an all-time low societal acceptance of the agrifood regime as well as a host of legislative measures to stifle further growth. Such a situation, in which regime pressures increasingly undermine the regime, represents a strong call for transition of the Dutch agrifood system.At the same time, new business models emerge: new players arrive, new logistical pathways come to the fore and innovative consumer and farmer relationships – food co-operatives – are forged. In a sense, the transition is already under way (cf. Hermans et al., 2010), with new business models forming an important backbone. However, the way forward is still a matter of great uncertainty and controversy: How do new business models relate to reconfiguring the Dutch agrifood system? We explore the hypothesis that different transition pathways put specific demands on the role of new business models. We studied various new business models in the Dutch agrifood system and their relations to three different transition pathways. Our research combines future exploration (backcasting) and analysis of new business models. In this research, we approach this question from two angles. First, we introduce a transition-oriented business model concept, in order to effectively link new business models to transition. Then we shortly touch upon the transition pathway typology introduced by Geels et al. (2016) and describe three different transition pathways for the Dutch agrifood system. We report on XX business models in each of these transition pathways. The paper ends with a discussion of the role of business models for different types of transition pathways.
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New Dutch agrifood business models are emerging in response to economic, social and ecological pressures: new players arrive, new logistical pathways come to the fore and innovative consumer and farmer relationships – food coöperatives – are forged. How do new business models relate to reconfiguring the Dutch agrifood system? Our research combines future exploration (backcasting) and analysis of new business models. We developed three agrifood transition scenarios with various groups of stakeholders. For each scenario, we then analysed a specific, representative business model to explore the different roles of business models in agrifood transition. Business models in the “Added value in and with the countryside” already exist and occupy a niche in the market. However, a breakthrough of these business models require large-scale institutional and behavioural change. Business models in the “New products, specific markets” exist but are rare. They usually concern high-value specialist products that could result in widespread market change, but might require little institutional change. The “Sustainable production methods” most resembles the current system. Some associated business models become successful, but they have difficulty distinguishing themselves from conventional produce, which raises questions about whether business models are able to drive a transition in this direction. Thus, our results lend credence to the hypothesis that different transition pathways offer specific potential for and requirements of new business models.
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Educational institutions in higher education encounter different thresholds when scaling up to institution-wide learning analytics. This doctoral research focuses on designing a model of capabilities that institutions need to develop in order to remove these barriers and thus maximise the benefits of learning analytics.
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A promising contribution of Learning Analytics is the presentation of a learner's own learning behaviour and achievements via dashboards, often in comparison to peers, with the goal of improving self-regulated learning. However, there is a lack of empirical evidence on the impact of these dashboards and few designs are informed by theory. Many dashboard designs struggle to translate awareness of learning processes into actual self-regulated learning. In this study we investigate a Learning Analytics dashboard based on existing evidence on social comparison to support motivation, metacognition and academic achievement. Motivation plays a key role in whether learners will engage in self-regulated learning in the first place. Social comparison can be a significant driver in increasing motivation. We performed two randomised controlled interventions in different higher-education courses, one of which took place online due to the COVID-19 pandemic. Students were shown their current and predicted performance in a course alongside that of peers with similar goal grades. The sample of peers was selected in a way to elicit slight upward comparison. We found that the dashboard successfully promotes extrinsic motivation and leads to higher academic achievement, indicating an effect of dashboard exposure on learning behaviour, despite an absence of effects on metacognition. These results provide evidence that carefully designed social comparison, rooted in theory and empirical evidence, can be used to boost motivation and performance. Our dashboard is a successful example of how social comparison can be implemented in Learning Analytics Dashboards.
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This chapter discusses educational aspects and possibilities of serious games. For researchers as well as game designers we describe key learning theories to ground their work in theoretical framework. We draw on recent metareviews to offer an exhaustive inventory of known learning and affective outcomes in serious games, and to discuss assessment methods valuable not only for research but also for efficient serious game design. The implementation and design of serious games are outlined in separated sections. Different individual characteristics that seem to be strongly affecting process of learning with serious games (learning style, gender and age) are discussed with emphasis on game development.
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Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
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Municipalities often collaborate with other stakeholders in smart city projects to develop and implement technological innovations to address complex urban issues. We propose the shared portfolio approach as an alternative way of collaborating, because we have identified possible limitations when the commonly used single-project approach is adopted in complex contexts, such as the smart city context. The portfolio approach enhances flexibility, an embedded focus and cross-project learning, because partners work on multiple projects – either in parallel or in succession – to develop multiple solutions to a specific problem. An in-depth case study is used to illustrate how the shared portfolio approach works. In practice, these insights can be used by public bodies who aim to collaborate in smart city development or by partners who work on smart city projects and wish to continue their collaboration in a portfolio setting. Conceptually, our paper develops a connection between cross-sector partnership literature and smart city literature by revealing how the shared portfolio approach could be an effective way to deal with the complexities of innovation in the smart city context.
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Introduction: The implementation of oncology care pathways that standardize organizational procedures has improved cancer care in recent years. However, the involvement of “authentic” patients and caregivers in quality improvement of these predetermined pathways is in its infancy, especially the scholarly reflection on this process. We, therefore, aim to explore the multidisciplinary challenges both in practice, when cancer patients, their caregivers, and a multidisciplinary team of professionals work together on quality improvement, as well as in our research team, in which a social scientist, health care professionals, health care researchers, and experience experts design a research project together. Methods and design: Experience-based co-design will be used to involve cancer patients and their caregivers in a qualitative research design. In-depth open discovery interviews with 12 colorectal cancer patients, 12 breast cancer patients, and seven patients with cancer-associated thrombosis and their caregivers, and focus group discussions with professionals from various disciplines will be conducted. During the subsequent prioritization events and various co-design quality improvement meetings, observational field notes will be made on the multidisciplinary challenges these participants face in the process of co-design, and evaluation interviews will be done afterwards. Similar data will be collected during the monthly meetings of our multidisciplinary research team. The data will be analyzed according to the constant comparative method. Discussion: This study may facilitate quality improvement programs in oncologic care pathways, by increasing our real-world knowledge about the challenges of involving “experience experts” together with a team of multidisciplinary professionals in the implementation process of quality improvement. Such co-creation might be challenging due to the traditional paternalistic relationship, actual disease-/treatment-related constraints, and a lack of shared language and culture between patients, caregivers, and professionals and between professionals from various disciplines. These challenges have to be met in order to establish equality, respect, team spirit, and eventual meaningful participation.
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Many transitions scholars underscore the importance of learning in sustainability transitions, but the associated learning processes have hardly been conceptualised. The diverse, well-established research fields related to learning are broadly ignored or loosely applied. In this paper, we systematically explore four interesting learning traditions in terms of their value for gaining an in-depth understanding of learning in sustainability transitions and their relevance for fostering learning, by connecting them to key features of transitions. The selected learning traditions from different disciplinary backgrounds provide valuable insights. None of them sufficiently addresses the complexity of transitions. They include, however, a diversity of relevant learning contexts. We conclude that they have value for investigating new areas such as learning in socio-technological regimes and in later phases of a transition, while enlightening forms of learning that have not yet been fully recognised in transition studies, such as superficial learning, unlearning, and learning to resist change.
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